How Is COVID-19 Impacting International Higher Education ......prospective international and immigrant students (hereafter referred to simply as "international students") and higher

How Is COVID-19 Impacting International Higher Education in the United States? A WES Survey of Prospective Students and U.S. Higher Education Professionals World Education Services | July 2020

ContentsPart I: Executive Summary 2Part II: Profile of Respondents 5Part III: Results 13Part IV: Appendix 29

Part I:

Executive Summary

3

Executive Summary

World Education Services (WES) is the leading provider of credential evaluation services in the United States and Canada. Each year, WES provides hundreds of thousands of international students, immigrants, and refugees with needed assessments of their academic achievement. These verified assessments enable internationally educated individuals to pursue and achieve their academic and professional goals.

In April 2020, as the COVID-19 pandemic intensified, WES surveyed prospective international and immigrant students (hereafter referred to simply as "international students") and higher education professionals to understand how the novel coronavirus had so far affected international higher education in the United States. This report details the survey results of 615 prospective international students and 199 higher education professionals.

Part I: Executive Summary

4

Key Findings

Most prospective international students say they are still interested in studying in the U.S. International students are considering multiple contingency options for their education, including postponing their enrollment in the U.S., studying in their home countries, and pursuing their education in a different country abroad. However, the majority are still interested in studying in the U.S. Sixty-seven percent of prospective international students said the pandemic has had no impact on their interest in studying in the U.S. And while 20% of prospective students are less interested, 13% are more interested in a U.S. education.

Nearly a third of prospective international students would not enroll if courses were only offered online for Fall 2020.More than one in three (38%) prospective international students say they would still enroll at a U.S. institution if courses were only offered online this fall. However, 32% say they would not enroll, and 30% of students remain unsure. Meanwhile, almost a third (31%) of higher education professionals predict that remote learning will continue for Fall 2020. Conversely, 30% of professionals think classes will resume in person, and more than one in four (39%) are unsure. However, U.S. Immigration and Customs Enforcement announced July 6 that international students would not be permitted to take all their classes online and remain in the U.S. The Trump administration retracted the announcement on July 14, after swift backlash. It is unclear the extent to which such a policy, even if rescinded, could impact student decision-making.

More than half of higher education professionals predict that institutions will make changes to bolster enrollments.Higher education professionals predict that, over the next two academic years, institutions are likely to try and attract international students by offering more flexible admissions deadlines (60%) and by making some or all standardized tests optional (54%).

About half of prospective international students expect COVID-19 to negatively impact Curricular Practical Training (CPT) and Optional Practical Training (OPT).More than half of international students predict that the pandemic will have a negative effect on CPT (53%), and just under half (48%) expect the same for OPT.

Part I: Executive Summary

Part II:

Profile of Respondents

6

Part II: Profile of Respondents

International and Immigrant Students

7

Snapshot of WES U.S. ApplicantsMost individuals who apply for a WES credential evaluation for use in the U.S. plan to use it for educational purposes. Others use their reports for employment, licensure, immigration, or other purposes.

7% - Employment 6% - Licensing

1% - Immigration

of applicants used their evaluation for education85%

reside inside of the U.S.

reside outside of the U.S.54% 46%

Highest Level of Education

71% - Undergraduate

20% - Graduate

5% - Associate

2% - Doctorate

2% - Secondary

Part II: Profile of Respondents | International Students

8

Stage in Application Process to Attend a U.S. Higher Education InstitutionThe majority of prospective students who responded to our survey had already received an admissions decision or sent in their deposit. Another 33% planned to apply or were awaiting a response to their application at the time of our survey.

The survey included both international and immigrant students. Hereafter, we will refer to this group simply as "international students." 42+42+2020++1818++1515+1+1++44++DD

20%I have sent in my deposit

18%I plan to apply

15%I have already applied and am awaiting a response

1%I do not plan to study in the U.S.

4%Other

42%I have received an admissions

decision

Part II: Profile of Respondents | International Students

Note: Those currently enrolled at a U.S. institution were disqualified from the survey. Those not planning to study in the U.S. were included in the analysis.

9

43%Male

57%Female

19% China

14% United States

8% Nigeria

3% Taiwan

3% Korea

2% Bangladesh

2% Canada

1% Japan

24% Other

3% Ghana

20% India

Gender of Respondents Top 10 Countries of Residence

21+21+1919++1414++88++33++33++33++22++22++11++2424++AAPart II: Profile of Respondents | International Students

Note: Gender data are drawn from linked WES data. Gender data are missing for 28 respondents.

10

Part II: Profile of Respondents

Higher Education Professionals

11

Higher Education ProfessionalsMore than half of the higher education professionals who responded to our survey are responsible for international admissions, marketing, or recruitment. An additional 17% work in international student and/or scholar services.

53%International Admissions,

Marketing, or Recruitment

3%International Institutional

Linkages/ Partnerships

17%International

Student and/or Scholar Services

14%International

Credential Evaluation

15%Other

Part II: Profile of Respondents | Higher Education Professionals

12

Total Student Enrollment

Funding Structure

Carnegie Classification

49%

27%

13%7% 5%

27%29%

18%

11%

16%

< 3,000

Doctora

l Unive

rsity

3,000–9

,999

Maste

r’s C

ollege or U

niversi

ty

10,000–19

,999

Baccalaure

ate C

ollege

20,000–3

0,000

Associa

te C

ollege

>30,000

Special F

ocus I

nstitu

tion

53%Public

43%Private

non-profit

4%Private

for-profit

53+53+4343++44++AAPart II: Profile of Respondents | Higher Education Professionals

Part III:

Results

Part III: Results

Concerns and Impact on International Student Enrollment

15

How Will COVID-19 Affect Fall 2020 Enrollment?Two-thirds of prospective international students to the U.S. say the COVID-19 pandemic has had no impact on their interest in studying in the U.S.; however, 20% are less interested.

The majority of international education professionals at U.S. higher education institutions expect declining international student enrollment at their institutions for the coming academic year.

Note: “Not applicable” responses were excluded from analysis. Percentages have been recalculated to reflect this change.

Part III: Results | Concerns and Impact on International Student Enrollment

International Students: Impact of COVID-19 on Interest

in Studying in the U.S.

13+13+6767++2020++DD67%

No impact on my interest

20%I am less

interested

13%I am more interested

Higher Education Professionals: Anticipated Change in

Enrollment 2019/20–2020/21

Significant decrease

Significant increase

Undergraduate Graduate

Slight decrease

No change

Slight increase

35%

46%

10%

6% 6%

20%

41%

32%

3% 2%

16

Concerns About CPT and OPTAbout half of prospective international students expect COVID-19 to negatively impact CPT and OPT. Likewise, almost a third of higher education professionals are extremely concerned that employers will be less willing to hire international students on CPT, OPT, or Academic Training.

Note: “Positively” is a combination of “Positively” and “Very Positively.” “Negatively” is a combination of “Negatively” and “Very Negatively.” “Not applicable” responses were excluded from analysis. Percentages have been recalculated to reflect this change.

Prospective International Students: Expectation of COVID-19’s Impact

on CPT and OPT

Higher Education Professionals: Level of Concern about Employers

Hiring International Students on CPT/OPT for Academic Year 2020/21

Availability of work programs while I am

studying, such as Curricular Practical Training (CPT)

Availability of work programs after I graduate, such as Optional Practical

Training (OPT)

Positively No impact

I’m not sure Negatively Not at all Slightly Moderately

Extremely I’m not sure

13% 15%11% 14%

23% 23%

53%48%

Employers may be less willing to hire international

students on CPT, OPT or Academic Training

8%

19%

27%31%

14%


17

Many students that will graduate this May left the U.S. (following U.S. and home country directives) and will not be able to apply for post-completion Optional

Practical Training, and [are] therefore ending their professional development tied to their academic

career earlier than expected.”

HEI Professional

Q: In your professional opinion, what is the greatest challenge that your current international students are experiencing due to COVID-19?


18

HEI Professionals: Concerns About Visa and Travel ChallengesSeventy percent of higher education professionals are extremely concerned that new international students may not be able to get a visa to study in the U.S.

Additionally, 64% are worried that travel restrictions will impede international student movement.

Concerns About Barriers to International Student Enrollment

Not at all concerned Slightly concerned Moderately concerned Extremely concerned I’m not sure


New international students may not be able to get a visa to

study in the U.S.

Current international students may not be able

to maintain compliance with U.S. government policies.

Travel restrictions may impede international student movement.

1%

8%

19%

70%

3%6%

26%31% 29%

8% 9%

24%

64%

4%0%


19

Concerns About the Financial Impact of COVID-19More than a third of professionals are extremely concerned about the impact of COVID-19 on their institution’s budget for employing staff and faculty (37%), the overall financial health of their institution (35%), and the financial health of their office or department specifically (35%).

Higher Education Professionals’ Level of Concern About COVID-19 Impacting the Following:

Not at all concerned Slightly concerned Moderately concerned Extremely concerned I’m not sure

The viability of continuing specific academic programs

19% 18% 13%

24%27%

The overall financial health of my institution

8%

31%35%

4%

23%

Budget for employing staff and faculty

6%

37%

4%

31%22%

International student requests for room and

board refunds

24% 20%

9%13%

36%

Unanticipated institutional expenses

25%

9%

33%29%

5%

The financial health of my office

or department

35%

3%

26%28%

9%



20

Expectations Regarding Impact on Personal Finances and the Openness of U.S. SocietyFour in ten (43%) prospective international students expect COVID-19 to negatively impact their ability to afford studying in the U.S.

Half of all prospective international students expect the pandemic to negatively impact the openness of U.S. society to international students.

Note: “Positively” is a combination of “Positively” and “Very Positively.” “Negatively” is a combination of “Negatively” and “Very Negatively.” “Not applicable” responses were excluded from analysis. Percentages have been recalculated to reflect this change.

Expectations of How COVID-19 Will Impact Their Ability to Afford

Studying in the U.S.

Expectations of How COVID-19 Will Impact the Openness of U.S. Society

to International Students

17%Positively

19%Positively

31%No Impact

9%I’m not sure

13%No Impact

18%I’m not sure

43%Negatively

50%Negatively

19+19+1313++1818++5050++DD15+15+2828++1717++4040++DDPart III: Results | Concerns and Impact on International Student Enrollment

21

Prospective Chinese and Indian Students: Interest and Expectations regarding Studying in the U.S.Prospective international students from China are more likely to say that COVID-19 has made them less interested (41%) in studying in the U.S. They are also more likely (68%) to expect that the pandemic will have a negative impact on the availability of post-graduation work programs.

Those from India are more likely (46%) to expect COVID-19 to negatively impact their ability to afford studying in the U.S.

Impact on Chinese and Indian Prospective Students' Interest

in Studying in the U.S.

Chinese and Indian Prospective Students' Expectations of How

COVID-19 Will Impact Financing and Work Opportunities

*Note: “Negative impact” is a combination of those who answered “Negatively” and “Very Negatively.” Note: “Not applicable” responses were excluded from analysis. Percentages have been recalculated to reflect this change.

Negative impact* on my ability to afford studying in the U.S.

Chinese respondents

(n=116)

Negative impact* on the availability of

work programs after I graduate, such as OPT

Indian respondents

(n=125)

Indian respondents (n=125)

Chinese respondents (n=116)

More interested

No impact

Less interested

36%

18%

41%

74%

53%

68%

46%

7% 7%

51%


22

Prospective International Students: Actions Being Considered as a Result of COVID-19

Fifty-three percent are considering postponing their enrollment at a U.S. higher education institution.

Far fewer prospective international students are contemplating alternative destination countries (23%), studying in their home countries (20%), or not pursuing higher education at this time (19%).

Note: “Likely” is a combination of “Likely” and “Very Likely.” “Unlikely” is a combination of “Unlikely” and “Very Unlikely.” “Not applicable” responses were excluded from analysis. Percentages have been recalculated to reflect this change.

Postponing my enrollment at

a U.S. HEI

Studying in my home country

Studying internationally in a country other

than the U.S.

Not pursuing higher education

at this time

53%

14%

33%

20%

16%

64%

23%

13%

63%

19%

14%

67%

Likely I’m Not Sure Unlikely


Part III: Results

International Student Support and the Impact of Online Offerings

24

International student

recruitment efforts

HEI Professionals: Projection of Increased Use of Specific Recruitment and Admissions PracticesOver the next two academic years, higher education professionals expect their institution to offer more online courses (85%) and online degree programs (68%).

Most respondents (64%) believe that their institutions will increase efforts to recruit international students already living in the U.S.

Scholarships, financial aid, or

tuition discounts for international

students

Use of competency- based assessments

for international admissions

85%Number of online courses

68%Number of online degree programs

64%“Backyard” recruitment efforts

41%

28%

22%

Part III: Results | International Student Support and the Impact of Online Offerings

Note: Percentages reflect those who answered “Increase slightly” or “Increase significantly.” “Not applicable” responses were excluded from analysis. Percentages have been recalculated to reflect this change. “Backyard recruitment” refers to recruitment of international students already living in the U.S., such as those attending U.S. high schools or community colleges.

25

Additional Steps HEIs Are Taking to Support International StudentsThe most typical supports include providing virtual learning support services such as online tutoring (70%), helping international students access and troubleshoot online learning platforms (67%), and expanding mental health and counseling services (60%).

Only 14% of professionals say their institution is offering partial or full tuition refunds to international students.

70%Providing

virtual learning support

48%Emergency

housing for those unable to find

alt housing

24%Expanding medical

and physical health services

67%Helping access

and troubleshoot online learning

platforms

32%Designating

additional funds for vulnerable

groups

14%Partial or full

tuition refunds

60%Expanding

mental health and counseling

services

28%Virtual English

language support

4%Hiring additional

staff

51%Partial or full

room and board refunds

27%Free or reduced- price meals for food-insecure

students

8%None of

the above


Note: Respondents could select one or more options. “None of the above” was an exclusive choice.

26

Thoughts About Online-Only Courses for Fall 2020 Thirty-two percent of international students would not enroll in a U.S. HEI if the courses were only online for Fall 2020. About the same proportion of higher education professionals expect that their institution will continue with remote learning. Nearly four in ten (39%) are unsure.

Note: “Likely” is a combination of “Likely” and “Very Likely.” “Unlikely” is a combination of “Unlikely” and “Very Unlikely.” “Not applicable” responses were excluded from analysis. Percentages have been recalculated to reflect this change.

Prospective International Students: Consideration of Enrollment at a U.S. HEI if the Courses Were Only

Offered Online for Fall 2020

HEI Professionals: Expectation that Their

Institution Will Continue Remote Learning in Fall 2020

38%Yes

30%I’m not sure

32%No

38+38+3030++3232++DD31%

Likely

39%I’m not sure

30%Unlikely

31+31+3939++3030++DDPart III: Results | International Student Support and the Impact of Online Offerings

27

The Trump Administration and Online-Only Courses for International Students

On July 6, U.S. Immigration and Customs Enforcement (ICE) announced a new policy in which international students attending U.S. institutions with online-only courses in Fall 2020 would not be granted a visa or be allowed to stay in the U.S.* There was swift backlash, including lawsuits, from the higher education sector, many states, and others.**

As a result, the Trump administration retracted the policy on July 14. However, it is unclear if the administration will attempt a revised version of the policy or issue other restrictions on international students. The volatility surrounding such a policy may impact prospective student decision-making for this fall and beyond, as well as the plans of U.S. colleges and universities.

*Source: U.S. Immigration and Customs Enforcement, July 7, 2020, News Release on the Student and Exchange Visitor Program, https://www.ice.gov/news/releases/sevp-modifies-temporary-exemptions-nonimmigrant-students-taking-online-courses-during**Source: Elizabeth Redden, July 15, 2020, Government Rescinds International Student Policy, Inside Higher Ed, https://www.insidehighered.com/news/2020/07/15/trump-administration-drops-directive-international-students-and-online-courses

28

Expected Changes in International Admissions and Recruitment Practices Over the Next Two Years*More than half of higher education professionals think it is likely that their institution will offer more flexible international admissions deadlines (60%) and make some or all standardized tests optional (54%) over the next two academic years.

Note: “Likely” is a combination of “Likely” and “Very Likely.” “Unlikely,” “Very Unlikely,” “No impact,” and “I’m not sure” are not shown in the graph. “Not applicable” responses were excluded from analysis. Percentages have been recalculated to reflect this change.*Refers to academic years 2020/21 to 2021/22.


60%Offering more

flexible international admissions deadlines

42%Recruiting

from a broader set of countries

54%Making some or all standardized tests optional (such as

SAT, GRE, etc.)

43%Prioritizing recruitment

of domestic students over international

students

9%Outsourcing

of international admissions operations

currently done in-house

Part IV:

Appendix

30

Part IV: Appendix

Survey Methodology

Sampling method: – Stratified random sampling

– Prospective International Students: U.S. WES applicants with applications submitted and evaluations completed from June 2019 to early April 2020 for education purposes and WES applicant newsletter subscribers. The sample included some temporary residents (not on international student visas) and immigrants, including permanent residents, residing in the U.S.

– Higher Education Professionals: WENR subscribers, WES Training subscribers, Access WES users in the U.S., and other WES institutional clients.

Data collection period: April 15, 2020 – April 21, 2020

Reporting: – Only complete and qualified responses were included in the analysis. Students

currently enrolled in U.S. higher education institutions and U.S. citizens were disqualified from the survey.

– Percentages may not add up to 100% due to rounding.

– For some questions, certain responses (such as "Not applicable") were removed from the analysis and reporting. These are noted in each case.

Number of questions: – Prospective International Student Survey: 10– Higher Education Professional Survey: 19

31

Survey Metrics

Prospective International Student Survey

Higher Education Professional Survey

Total Invitations 14,537 7,586

Total Responses Collected 921 343

Response Rate 6.3% 4.5%

Total Complete Responses 778 264

Completion Rate 84.5% 77%

Complete and Qualified Responses 615 199

Part IV: Appendix

32

Authors and Researchers

Makala SkinnerTeam Lead

Mikaela SantosTeam Lead/Senior Data

Analytics Associate

Ning LuoSenior Data

Analytics Associate

Chris MackieResearch Associate

Part IV: Appendix

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How Is COVID-19 Impacting International Higher Education ......prospective international and immigrant students (hereafter referred to simply as "international students") and higher

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